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THE 


EDUCATION AND HEALTH 



OF 


WOMAN, 


/ 

PROF. SILAS L. LOOMIS, A.M., M.D., 


Member of the American Medical-Association. 








i 






* 









» 


I 




























THE 


EDUCATION AND HEALTH 


OF 

WOMAN, 


BY 



PROF. SILAS L. LOOMIS, A.M., M.D.. 




Member of the American Medical Association. 




R. BERESFORD, PRINTER, 523 SEVENTH STREET. 
1882. 


















Copyright 1882. 
Silas L. Loomis, 





INTRODUCTORY. 


The question, relative to the position which woman 
should occupy, has become very interesting to almost 
every person. 

It assumes various forms before the public. 

I shall have no special reference to any particular 
phase of these discussions. 

I have no theory to support or to refute. 

I shall confine myself to the exposition of certain in¬ 
vestigations that have been made quite pertinent to the 
“Education and Health of Woman.” 

These researches have become very interesting, and 
any one of them might occupy our time. 

The generalization of these various independent in¬ 
vestigations, primarily, had reference to the Education 
of Girls. It will be seen, however, that its application, 
although especially adapted to woman, is not limited. 
It is applicable to all persons. 

I do not wish to be understood in the following 
pages to assert anything in favor of or against a “ meat 



4 


diet” or “ vegetable diet.” I use the word “beef” as 
a representative of all lean meats, and “corn” as a 
representative of all grains used entire. It is the use to 
excess of all kinds of pure starch and sugar foods that 
is so culpable. Ripe fruits are always wholesome. 

I have endeavored to be concise and exact in all my 
statements, and my object will be accomplished if I 
shall be enabled to place some of these facts at the dis¬ 
posal of the public. 

Silas L. Loomis. 

Washington, D. C., 

January 1 6th, 1882. 


The Education and Health of Woman, 


Position Woman Now Occupies. 

Education is the broad foundation on which all hu¬ 
man happiness is based. 

To attain the highest enjoyment of which we are 
capable, we must be educated in relation to surround¬ 
ing objects, in the relations to our fellow men, to our 
Creator and to the life to come. 

Individual rights and privileges are always limited 
by the knowledge the individual possesses, and in all 
cases the broader and more extensive the intellectual 
ability the more are rights and privileges enjoyed. 

It is as true of persons as of nations, that the igno¬ 
rant are wronged and oppressed, because they have no 
adequate knowledge of their rights and powers for self 
protection. 

It is a subject of deep interest to study the move¬ 
ments of the masses, or even of individuals, in their 
various efforts to free themselves from this inferior 
position and its consequent oppression, penalties, suf¬ 
ferings and full cup of misery and woe. 



6 


Intelligence is the life of liberty, and with every 
advancing step of general education comes a new ac¬ 
cession of general rights and privileges. 

A century since, or even fifty years ago, the educa¬ 
tion of woman (if, indeed, it might be called education,) 
was limited to the merest rudimentary learning, and her 
rights and privileges were, therefore, nominal. To-day 
the temple of knowledge is wide open, alike to her and 
man. This enlarged education brings with it, necessa¬ 
rily, a demand from her for an accompanying accession 
of the rights and immunities that follow higher culture 
and increased intellectual strength. 

Thus arises what is known as the “ Woman’s Rights 
Movement.” 

This is not a problem that has simply a fugitive exist¬ 
ence and will soon pass out of thought ; rather it is the 
legitimate sequence of the principles which lie at the 
foundation of our present political and social structure, 
and we must look deeper and beyond the few women 
who have been holding conventions over the country 
for the past few years to solve this question or even to 
understand its relation to the welfare of the human 
race. 

I do not propose to discuss it now, but simply to no¬ 
tice in it the single feature of its relation to the educa¬ 
tion of girls. 


7 


In earlier times, when communication was difficult, 
it was necessary for every family to be prepared for self 
defense. 

The intrigues of a neighboring province or clan 
might develop into an organized expedition and throw 
itself on its prey before intelligence of the intended 
attack could be known. 

Necessarily, then, a man’s house became his castle, 
to be defended, and the stronger portion of the family 
must be able to protect the inmates. 

The females were virtually shut up in these castles 
for protection. There was no facility or freedom of 
travel, and woman looked only to her lord and master, 
and he became her all, while she became a part of him. 
Hence, when two or more of these lords of feudal timea 
made a compact of offense and defense, it was between 
man and man ; woman had no part in it. 

Man, armed for instant assault, roamed the country; 
woman dwelt at home in peace. Hence, all contracts, 
especially of personal rights, were between man and 
man, and, necessarily, all laws were made without any 
consideration for woman, as an individual; and even 
at the present time, “ Common Law,” the basis of all 
governments and the very foundation upon which all 
society now rests, considers woman precisely as in feu¬ 
dal times—a being without rights or privileges, except 
those pertaining to her immediate protection. 


8 


This is our heritage from the past. 

As long as there were no facilities for free inter-com¬ 
munication between woman and woman, so long no 
questions were raised in regard to “ Woman’s Rights.” 
They enjoyed all the rights their circumstances de¬ 
manded. Ignorance was bliss, and they asked no 
more. 

At length a new civilization dawned. The castle 
gate was unbarred. Authority and power began to 
centralize. Governments were formed, and woman 
was found to be a more skillful diplomat than man. 
Liberty became a personal privilege, and finally a 
Government, deriving its authority from the people, 
was established. 

In all this movement forward the traditions of the 
fathers were revered and the whole system of human 
government was by man and for man, to protect the 
rights of man. 

There had never been a demand for a place for wo¬ 
man, and she was satisfied if her husband, father and 
brother had their rights guaranteed to them. 

She enjoyed life under their protection, and with this 
was content. 

Personal freedom having been obtained, a higher 
education was sought. Common public schools were 
established, and side by side our sons and daughters 


9 


trod the paths of learning. Hand in hand higher sem¬ 
inaries bade them welcome. Thus far together could 
they go, but no farther. Colleges only welcomed boys. 
There was no place for girls. Only on Commencement 
Days were they welcome as spectators. 

The girls who were able competitors in the common 
schools and seminaries soon found means to educate 
themselves outside of the college walls, and, showing 
themselves capable, absolutely compelled the authori¬ 
ties of colleges and universities to open them to an 
equal admittance; and the day has now arrived when 
it can be said that woman is welcome to all the rights 
and privileges of all institutions of learning. 

With this increased knowledge, woman finds that in 
the legislative construction of the whole social and 
civil fabric she has been, as an individual, entirely dis¬ 
regarded. 

She sees the denial of privileges and rights, as dear 
to her as to her brothers. 

She receives less wages for the same work, and most 
of the avenues of labor are entirely closed to her. 

She pays taxes without representation. 

In view of these and other wrongs, unnecessarily in¬ 
flicted on her, she comes boldly forward and asserts her 
right to have these restrictions removed. 

She claims what her brothers enjoy, and, to complete 


10 


her case, she broadly claims rights, socially, intellects 
ually, politically, and in every way equal in all respects 
to those guaranteed to man. 

In short, the present status of her claim, if granted, 
will work a great change in our present system of 
government and in our social and family relations. 

Formerly she was denied all rights, immunities and 
privileges. How she claims them. 

It is claimed that our sisters, wives and mothers, 
those angels of our households, have the right to become 
lawyers, doctors, legislators, governors and political 
demagogues of the day, and the 'privilege of participat¬ 
ing in all the abominations of party strife for place 
and power. 

This general historical sketch of the position which 
woman occupies becomes necessary to properly under¬ 
stand her needs and to secure a proper standpoint from 
which to project a course of education for woman. 

From this it is seen that the girls of the present day 
are to be made parties, willing or unwilling, to a great 
social and political struggle in our country. 

Present System of Education. 

The question which lies at the threshold of every 
institution of learning for girls in our land is: What 
should be their education to make them capable of 


11 


honorably performing the duties of the present hour, to 
qualify them for the demands likely to be made of them 
in this coming revolution ? 

There seems to be at present two extreme views 
prevalent in regard to the education of women. 

One is best represented by Yassar College, one of the 
most influential and wealthy colleges for girls. 

In that institution the course of study is as severe as 
that in a very large majority of American colleges for 
boys. The students are classified as freshmen, sopho¬ 
mores, juniors and seniors, and the course of instruction 
includes a thorough mathematical discipline, the natural 
sciences, and the English, French, German, Italian, 
Latin and Greek languages. 

The trustees say, in their Annual Report, that this 
course of study is formed after the model of the usual 
“ college curriculum.” 

They also say: “ In arranging the foregoing courses, 
pains have been taken to meet the diversified wants of 
students without sacrificing regularity and system, and 
to reconcile the demands of sound education in the 
ever widening fields of modern science and learning 
with the limited time allowed to young ladies for scho¬ 
lastic training.” 

They then add, by way of apology: “ The unsettled 
state of public sentiment in relation to the proper limits and 


12 


constituents of female education has rendered this a difficult 
task , and further experience may lead to a modification of 
the plan” 

The other extreme is represented by those seminaries 
which finish a girl’s education at sixteen or seventeen, 
and which include, besides the common English branches, 
a brief outline of the sciences, French, embroidery, 
drawing, painting, vocal and instrumental music, litera¬ 
ture, dancing, gymnastics and horsemanship. 

It seems evident that neither of these systems of ed¬ 
ucation can properly qualify a girl for the duties of life 
likely to fall upon her when we consider that the great 
and overshadowing duty of woman is to make home happy. 

Will an education, severe, mathematical and exact 
as that in the institution first named, fit a woman for 
the delicate and everchanging affectionate duties which 
a mother is constantly called upon to exhibit in the 
midst of her household ? 

Will her drill in Latin, and Greek, and Italian, and 
German, and French,and mathematics, and the sciences, 
and literature, for this covers the entire course of study, 
prepare her to be an angel in the sick room ? 

Will this total neglect to cultivate the beautiful, the 
sensitive and domestic part of her womanly nature 
eminently qualify her to educate her children for hap- 


13 


piness, here and hereafter, or enable her to make others 
happy ? 

Is she not the rather tempted to pursue a professional 
life, to compete with the graduates of other colleges, 
to sacrifice her womanly nature, enter the scientific or 
political arena and become manlike? 

To make the case still plainer, let us further illustrate 
by applying a similar course of study to the opposite 
sex. 

Suppose an institution be abundantly endowed with 
all the appliances for the study of the English branches, 
French, drawing, painting, music, embroidery and style 
and the art of dress, to which only boys are admitted. 
Imagine a class of graduates from this institution— 
young men, dapper little fellows, with banged hair, 
pearl-gray Bernhardt kid gloves, Ylang-Ylaug scented 
handkerchiefs, French heel kid gaiters and gold bangles 
on their arms,—who have received the highest honors 
for these feminine accomplishments, leaving their Alma 
Mater to enter the professions of law, medicine, divin¬ 
ity, the multitudinous business relations of life, and to 
become the judges, legislators and executive officers of 
the States and Nation. 

Would they not be as well qualified to fill these re¬ 
sponsible stations as the girl graduates of whom we 
have previously spoken are to fill their respective duties? 


14 


The great, grand difficulty is: A man with a wo¬ 
man’s education cannot till the relations he sustains to 
his fellow man; nor, on the other hand, can a woman 
with a man’s education ever become the sweet, gentle 
divinity of the household. 

Studies may be in common to both sexes till the 
junior year in our colleges; at that point, the male mind 

may continue its severer discipline and follow out the most 

intricate, abstract and complete investigations of which 
the human intellect is capable, while the woman should 
turn to the aesthetic side of human nature, and cultivate 
a taste for the beautiful, for the lovely and the divine; 
and acquaint herself, as a part of her elementary educa¬ 
tion, with the duties pertaining to the social and 
domestic relations of life. 

It is not difficult to perceive the results that would 
follow such a course of instruction for our girls. 

It is now important to consider the means by which 
this may be made available. 

Proper buildings, pleasant surroundings, ample 
grounds, suitable apparatus, reliable text books, and 
competent instructors, are all prime necessities, and each 
demands careful consideration in establishing a school. 

These are all well supplied in this country. Liberal 
National, State and private endowments furnish ample 


15 


funds, and in a general sense all the money needed is 
very fully supplied. 

One thing more , the most important of all , is needed to make 
any of these advantages available , and that is health. 

Without health, we can expect to accomplish but 
little in any business at any period of life ; but we can 
accomplish less in education than in anything else with¬ 
out a vigorous constitution. 

Without health, the finest buildings the architect can 
construct, the most elaborate appliances that science 
and art can furnish, the most learned and skillful in¬ 
structors and the most princely endowments are all of 
no avail. 

As a general rule, the candidates for admission to 
our female institutions of learning are not in very 
robust health, and require careful attention to be able 
to retain sufficient strength for continuous study. 

This difficulty, in some of its aspects, reaches back to 
the family and its ancestry, and the cause must be 
sought in a general problem covering the conditions of 
past generations as well as the present. 

The problem is very complex and difficult. 

The causes which have been and are so silently at 
work in our cities and more civilized portions of the 
country are very numerous, subtle and intricate, and 
require more reliable data than we now possess to 


16 


properly estimate the value, power and effect of each in 
producing the general result. 

I shall, therefore, only note some of the most promi¬ 
nent causes of feeble health, those that may be of real, 
immediate and practical value, and ascertain what may 
be their teachings. 

These may be considered under the terms oiDevelop¬ 
ment and Nutrition. 


Development. 

Physiology furnishes us with all the varying condi¬ 
tions and developments, all the laws and requirements 
of the human being from birth to adult age and death. 

The adult being is not produced by a simultaneous 
growth of all its parts and organisms, but by successive 
developments , occupying several years. 

First, the cellular, then the muscular, the cartilagin¬ 
ous, osseous, and, finally, the nervous tissues. 

The first fifteen years of the life of a human being should 
be occupied principally in developing the general physical 
system , and not for study. From fourteen or fifteen to 
twenty-one or twenty-two the brain and active nervous 
system is completed, and humanity is seen quite fully 
developed physically, although it does not generally 
exhibit its full powers till ten or fifteen years later. 


17 


The maximum of intellectual activity follows at a 
still later period. 

The amount of vitality at the command of a person 
is wholly dependent upon and derived from the kind 
and amount of nutrition assimilated by the person daily. 

This vital force or power is disposed of in two ways: 

First , by voluntary movements; that is, all move¬ 
ments, both intellectual and physical, as reading, study¬ 
ing, thinking, labor of all kinds, and every movement 
of the muscle or brain directed by a voluntary desire 
or will of the individual; and, 

Secondly , by all involuntary movements, both mental 
and physical, as dreams, mechanical or automatic mus¬ 
cular or intellectual action, the breathing, circulation of 
the blood, etc., not under the control of the will of the 
individual, or hut partially so. 

Now, all the volitions of a child and the resultant 
muscular exercise must require and consume a part of 
its daily stock of vitality or energy. 

The residue is left to be consumed by the involuntary 
activities, and the development and growth of the 
system. 

In a healthy condition one-third of the blood goes to 
sustain the organic growth and functional activity of the 
brain, and it is a bur inference that one-third of the 
vitality is consumed by that organ. Now, as forced 


18 


activity of the brain can only be sustained by a greater 
supply of vitality, and as this action of the brain is abso¬ 
lutely necessary for prominent intellectual advancement 
or severe and continuous study, it follows that much 
more than one-third of the blood and vitality must be 
required by the brain to sustain this increased activity; 
hence the well known fact that mental labor, brain 
work, consumes the vital energies more rapidly than 
any occupation that can be entered upon. 

It thus may be perceived that as the child has a 
given amount of vitality to dispose of each day, and 
that, first, from that amount is taken all that is neces¬ 
sary for the voluntary activities , it may and does often 
occur that almost the entire amount is consumed, and 
that but little is left for the involuntary movements , of 
growth, circulation of the blood, breathing, digestion, 
etc., etc., so necessary for the proper development of 
the body. 

It must be remembered that breathing and circula¬ 
tion of the blood are constant and absolutely essential, 
so that the necessary amount of vitality to keep them 
in active operation must first be taken. If the supply 
is insufficient for this purpose, fainting, not unusual for 
young ladies, will occur. One of the most prominent 
symptoms of an insufficient supply of vitality is plainly 
indicated by a capricious appetite, sometimes by a total 


19 


loss of appetite, because there is not sufficient vitality 
to digest whatever food may be taken. For this there 
is no remedy equal to rest, especially rest from study 
or mental labor. 

This fact should never be overlooked in the education 
of children, for if there is not sufficient vital energy to 
digest the food, how can it be assimilated, and thereby 
promote the growth and development of any of the 
organs of the body ? And much more, how can mental 
activity be sustained ? It will be impossible. The child 
cannot study. Neither hope or fear, rewards or punish¬ 
ments can induce or compel the child to make a valua¬ 
ble mental effort under these circumstances. 

One of the most common punishments generally 
permitted, and sometimes required by school authori¬ 
ties, and one to be most deprecated, is to keep girls in 
after school hours to complete a task. 

The conditions are : A girl who has been subjected 
all day to study and school discipline, in a school room 
in nine cases out of ten badly ventilated, has made a 
failure in her lessons from some cause. She has had a 
lunch, perhaps a good breakfast, but her vitality is 
spent. She is tired out and hungry, which, in other 
words, means that her system is exhausted, and needs 
the support of a good dinner. 

She is a fit subject for mental rest, but in this condi- 


20 


tion a severe task is put on her as a punishment. And 
it is a severe, cruel punishment, such as I hope will not 
be much longer tolerated by an enlightened people. 

I cannot conceive of any condition of things that 
•could be bettered by keeping a scholar in the school 
room after school hours to learn a lesson, or for any 
other cause. 

The life and health of a child is sacred, and no au¬ 
thority, either in teacher or any other school officer, 
has the right to injure one or the other. 

This is of far greater importance to girls than to 
boys. 

If all a child’s energy is used up in study, the child 
cannot grow. The system will not develop properly 
and be healthy. 

All should be subservient to the growth and develop¬ 
ment of this wonderful mechanism that the soul in¬ 
habits, and the full twenty-one years should be almost 
exclusively spent in perfecting the physical being; that 
is, this should be the primary object of life. All else 
must and ought to be secondary. 

Girls are not an exception, and have not a well con¬ 
solidated system at eighteen. The law is general, and 
applies equally to both sexes. 

We leave this part by concluding generally, that 
anything that seriously interferes with the laws which 


21 


govern the full development of the physical being 
by depriving it of the necessary vitality to sustain all its 
involuntary functions, is ruinous to the race. 

Nutrition. 


The amount of energy for our daily work is as com¬ 
pletely dependent on our daily food as the driving 
power of a locomotive is dependent upon the fuel con¬ 
sumed. 

In regard to the kind and amount of food best adapt¬ 
ed for the proper development and support of a human 
being, very much remains to be ascertained; some few 
facts only are well known. 

The question of quantity has never been raised in 
this country. All kinds are in abundance. We live in 
a land of plenty and may supply ourselves, not only of 
its bounties, but also with those of ’every climate on the 
face of the earth. 

What effect the kind of food may have on the human 
being is not well ascertained. 

It is said that potatoes in Ireland, beer in Germany, 
maccaroni in Italy, rice in China and oils in the Arctic 
regions very materially affect the physical, intellectual 
and moral character of these peoples. That there is 
some truth in this assertion, cannot be questioned ; but 


22 


what value to give to this factor in the human composi¬ 
tion is not now well ascertained. 

Before proceeding to discuss what has been ordi¬ 
narily understood as nutrition , it is necessary to more 
particularly define the term. 

All articles of food contain two kinds of nutritive 
properties : 1st, nutritious material, and, 2d, nutritious 
vitality or energy. 

1st. The nutritious material is that which can be as¬ 
similated in the system, and goes to take the place of 
worn out particles, and build up anew. It prevents the 
system from “ growing poor,” and by adding to the 
various organs size and solidity, enables the physical 
being to increase in weight. 

The amount of nutritious material, in this sense, in 
the various fruits, vegetables, fish, and meats, has been 
very well ascertained, and is tabulated in per cents, in 
most physiological works. 

2d. The nutritious force or vital energy contained in 
the various articles of food, has not been as well deter¬ 
mined. The question is being examined, and import¬ 
ant facts have been already elucidated, sufficient to show 
that there is as much difference in nutritious force, or 
energy, or vitality, in the different articles of food, as 
there is difference of nutritious material. If we wish 
to warm a room, or to use a certain amount of heat, we 

\ 


23 


know very well that there is a difference between wet 
wood and dry, between soft wood and hard, hickory 
and pine. We know precisely the heating or force 
qualities of all kinds of fuel. This cannot be ascer¬ 
tained by weight, or in any manner hut by measuring 
the amount of heat from a given weight or quantity of 
each. When that is measured we know the value of 
its heating qualities. 

In precisely a similar manner the amount of energy 
or vitality in the different kinds of food is being meas¬ 
ured, and thus how long each article will support life 
is being determined. The nutritious force or vitality 
in each article of food can then be tabulated. This is 
comparatively a new phase in physiological research, 
and commands the attention of the medical profession. 

On a basis of these statements we can now better 
discuss the question of diet. 

All organic bodies are divided into two very marked 
classes, viz : animal and vegetable. 

Each has a peculiar substratum on which it depends 
for its existence. Animals depend on the albumens, 
and vegetables on the starches. 

The great difference between these two kinds of food 
is, that the albumens contain nitrogen and the starches 
do not. 

It therefore follows that animals cannot live on the starches , 


24 


or on foods principally composed of starch and having 
but little albumen. 

Animal substances and grains contain albumens, and 
furnish suitable foods for man. But sugars, gums, rice 
and fine white wheat flour principally contain starch, 
and man cannot find in them sufficient albumen to 
make them wholesome, staple foods. While they are 
excellent for sweetmeats,, delicacies, desserts and side 
dishes, they will not support life. 

“ -Wheat more nearly corresponds with the require¬ 
ments of the human system, under ordinary circum¬ 
stances, than any other grain, and life and health can 
be continued on wheat alone for an indefinite period, 
with good water and air.” 

“ Bread made from whole grain is the representative 
of human food, because wheat, of which it is made, 
embraces all the elements of nutrition necessary to 
build up and sustain every part of the system, keeping 
it in good working condition, and preserving it unim¬ 
paired to ripe old age.” 

An analysis of a celebrated brand of flour made by 
the State Assayer of Massachusetts, Prof. Sharpies, of 
Boston, shows that 75 per cent, of the albuminous part 
of the wheat had been removed, actually destroying the 
flour as a good, staple food. 

Dr. E. S. Gailard says: “ It is almost criminal that 


25 


such great questions affecting the health, and, therefore, 
the happiness and wealth of a nation, should he left to 
the ignorance of the miller and baker; to the foolish 
customs of society; to the equally foolish test of the 
mere appearance of the bread, and to the fashionable 
hotels and restaurants. 

“ Manufacturers of foods for the sick, and, above all, 
for infants, should be held to the strictest account¬ 
ability.” 

This will be more fully appreciated when we come to 
consider the fatal results attending deficient nutrition. 

In regard to our own country, a cursory examination 
extending over a few years reveals to us a very decided 
change in the nutrition of our people, and I may ven¬ 
ture to say, consequently , a very decided change in their 
physical well being. 

Fifty years since there were ten neat cattle to every 
ten people. How, in all the older States, there are less 
than four neat cattle to every ten people; a most 
remarkable change, when we consider that beef, in¬ 
cluding milk, cream, butter and cheese, is an essential 
element of our daily food. 

This diminution in the quantity of beef, milk, cream, 
butter and cheese eaten has been constant, and is still 
going on. 

We also find that wheat flour has largely taken the 


26 


place of corn meal; in fact, almost to the exclusion of 
corn as an article of food, and that the quantity con¬ 
sumed has very greatly increased. 

A third, and the only other change which we shall 
notice, is the increased consumption of tea, coffee and 
sugar. 

In the year 1790 the amount of tea consumed per 
capita was eight and one-half ounces (8J oz.); in the 
year 1880 it was about (25 oz.) twenty-five ounces. 
Three times as much 'per capita . 

In the year 1790 the amount of coffee (pure) con¬ 
sumed per capita was one pound; in the year 1880 it 
was eight pounds. 

Eight times as much per capita. 

In the year 1790, the amount of sugar, of ail kinds, 
consumed per capita , was about nine pounds. In 1880, 
the amount was forty-one pounds. 

Nearly jive tmes as much per capita . 

At the commencement, of one of our literary institu¬ 
tions, the president informed me that they could not 
get along with teasjioons in the sugar bowl, that he 
found tablespoons a necessity. 

Now, what must be the effect of less beef and corn, 
and more wheat flour and sugar ? What results must be 
wrought in the physical structure of the human system? 

It is well known trom actual experiment that an ani- 


27 


mal fed on a sugar or flour diet, or on both, will surely 
die in a given time. 

“A prominent physician in New York who undertook 
to ascertain how long he could maintain life without se¬ 
rious suffering, on gum and flour, has, though this diet 
was soon abandoned, never recovered from his rash ex¬ 
periment. Although twenty-five years since the occur¬ 
rence, his heart to-day beats thirty per cent, faster than 
the normal state.” 

On the other hand, a diet of corn, or whole wheat, 
and beef will enable a man to sustain a vigorous life in 
all its functions. 

Wheat contains from 15 to 35 per cent, of gluten , and 
gluten is the only vegetable substance that will support 
life indefinitely, because it contains nitrogen. Now, 
almost all the grades of “ fine white flours” have a 
large portion of this gluten removed, and consist princi¬ 
pally of starch. It is for this reason that we say the 
excessive use of a fashionable white fine flour, as well 
as the refined sugars, is a criminal act. 

In sickness, and especially in the sickness of infants, 
farinaceous foods of starch or flour are highly injurious. 

“ The fact is, the difference in the kind of food repre¬ 
sents frequently the difference of life or death in those 
needing them.” 

A further illustration maybe had by reference to a case 


28 


in our own city: About ten years since, a lady informed 
me that her husband and herself consumed over a pound 
of granulated sugar every day. The husband ate about 
two-thirds of the amount, almost a barrel each year. I 
have watched the results in this case with considerable 
interest. It was what might have been expected. The 
man is now an inmate of an insane hospital, and the 
wife will probably soon accompany him. 

Time now will allow of the consideration of only 
one or two points more. 

It seems to be a law of organic bodies that those 
structures whose existence is most fugitive, contain the 
least amount of energy or vitality. For instance, fruits, 
grains and vegetables, in the natural order of things, 
live less than a single year. Sugar is the most fugitive 
of all substances, living but a few hours if damp and 
warm. 

Animals exist longer, but each has a limited period 
while the vital forces are greater than all surrounding 
external corroding forces which tend to destroy its ex¬ 
istence. And when an animal has bound up in its phys¬ 
ical existence—in its physical embodiment, a large 
amount of vital force, and subsists upon such food as con¬ 
tains a large supply of energy or vitality, it will be able 
to withstand all external corroding forces for a long 
time, and will therefore be a long-lived animal. 


29 


Now, it would seem legitimate that if the human sys¬ 
tem, having the power to assimilate various kinds of 
food, should be supplied with that containing the great¬ 
est amount of vitality, as well as nutritous material, it 
would tend to strengthen and to lengthen human life. 

The late seige in Paris has aided much in the solu¬ 
tion of this question. And although the articles 
there eaten to sustain life, cannot all he used as daily 
food, a law has been developed that may be of value in 
this discussion. 

It was there found absolutely necessary to determine 
the comparative value of the different articles of food 
to sustain life and to regulate the rations accordingly. 

The value of these were found to be in the following 
order, viz: 

The least valuable of all were fruits; next greater in 
value were the various kinds of fish; then poultry, 
lamb, veal, grains, mutton, ox beef, horse beef, mule 
beef, camel beef and, most valuable of all, elephant 
beef. 

On receiving the above facts from Paris, I at once 
proceeded to ascertain the limit of life for each res¬ 
pectively, and they are as follows, viz : 

Sugar, a few hours. 

Fruits, consisting mainly of sugar and fruit acids, a 
few months, some only a few days. 


30 


Fish, used as food, from one to three years. 

Poultry, lamb and veal, less than one year. 

Grains, one year. 

Sheep, six years. 

Heat cattle, fifteen years. 

Horses, twenty-five years. 

Hogs, thirty years. 

Mules, forty years. 

Camels, sixty years; and 

Elephants, two hundred years. 

From this I developed several fundamental and inter¬ 
esting laws of organic existence which may be added to 
the hitherto known laws of life. 

1. The length of life that an organic being can attain 
to is mainly dependent on the amount of vitality, or 
resisting force, bound up in its physical embodiment. 

2. Every act of the being that goes to sustain, 
strengthen and increase the vitality or energy it natur¬ 
ally has, tends to prime health and long life. 

3. Every act of the being that goes to vitiate, weaken 
and diminish the vitality or energy it naturally has, 
tends to infirm health and shortens life. 

From these laws we find that as great value attaches 
to the kind of food used as an article of diet as to the 
amount . 


31 


These laws have been sustained in many directions, 
some of which I will mention. 

During the late War every man who entered the serv¬ 
ice or was drafted was measured and weighed. 

Dr. B. A. Gould, in a discussion of these statistics, 
says: “ The largest men were from Tennessee, Ken¬ 
tucky, Michigan, Wisconsin, Iowa and Illinois, and 
that Vermont produced the largest men in STew Eng¬ 
land.” 

By referring to an article in the Agricultural Beport 
for 1863, on “ The Distribution of Keat Cattle in the 
United States,” we find these very States which pro¬ 
duce the largest men are the largest beef and corn pro¬ 
ducers, and each held an excess of neat cattle over 
twenty-five per cent. 

We also find that Vermont was the only New Eng¬ 
land State that held an excess of beef and corn. 

Vermont held 115 neat cattle to every 100 people; 
while Massachusetts held only 22 neat cattle to every 
100 people, and Massachusetts furnished the smallest 
men. 

But again, if these laws be true, the consumption of 
more wheat and sugar—they being nearly destitute of 
those elements necessary for the support of the muscu¬ 
lar tissue—will leave a deficiency of fibre, and make a 
thin, weak muscle, while at the same time it furnishes 


32 


that peculiar phosphatic nutriment so necessary to the 
development of the brain and nerve tissues of the body. 
The conclusion, therefore, is, that the diminution of 
nutrition for the muscles—that is, beef and corn— 
deprives the muscular tissue of the means for their 
proper development and sustenance, and that the in¬ 
crease of wheat flour and sugar aid especially in the 
development of the brain and nerve tissues. 

Now, is this condition found to he an absolute fact? 

Can it be verified ? 

Are we less muscular and more nervous than our an¬ 
cestors ? 

The change of diet is plainly to be seen. We eat al¬ 
most five times as much sugar, eight times as much 
coffee, three times as much tea, ten times as much flour; 
one-half as much beef, and one-tenth as much corn. 

If the above laws be true, we ought to see a plain 
difference in physical structure and stamina of the con¬ 
stitution. To that we will turn attention for a few mo¬ 
ments. 

Dr. Nathan Allen, of Lowell, Mass., who has made a 
careful study of the present condition of the human 
system generally, says : u This brings us to consider a 
most important change in the organization of our peo¬ 
ple, viz: a gradual loss of muscle and a rapid increase of 
the nervous temperament. Its leading tendency is to di- 





33 


■ minish the stamina and vitality of the constitution, as 
well as increase and intensify unduly the action of the 
brain and nervous system.” 

It is now generally admitted that neither the men 
nor the women of the present day have the physical 
vigor and stamina that their parents, and especially 
their grandparents, possessed. 

Dr. S. W. Mitchell, from a critical analysis of the 
mortuary statistics of the city of Chicago for sixteen 
years, says that “nervous diseases have increased three¬ 
fold ” 

By reference to the Materia Medica we find a most 
surprising increase of tonics, especially in the increase 
of the use of iron. Ferrugnious preparations have be¬ 
come indispensible for women and girls. Once they 
were only exhibited to sustain the system after severe 
sickness. How their use is constant. 

There is but one conclusion arrived at from an ex¬ 
amination of the kind of food consumed and of the 
results in health and disease, and that is, our present 
system of diet develops the system unevenly—the mus¬ 
cular is depressed and the nervous exalted, hence is 
not well adapted to produce a human being in its most 
vigorous and healthful condition. 

From each branch of this discussion, thus far, we 
reach the same facts, viz., that the development of 


34 


children, especially girls, is deficient and nutrition in¬ 
jurious. 

The result of diminishing the muscle producing food 
over one-half and of increasing the nerve producing 
nutriment over five times, and of urging an intellectual 
development during a period when the body requires 
all the vitality possible by the individual, must leave its 
mark indelibly not only in deficient development and 
increased disease, but it will be fatal and decidedly in¬ 
crease the death rate. 

By an examination of the census statistics, both State 
and National, we find the same sad truths recorded. 

It presents itself under two heads : 

1st. Inability to continue the race. 

2d. Feeble vitality of women. 

I shall merely refer to the statistics, and leave each 
one to form their own conclusions. 

1. Inability to Continue the Race. 

In an article on “ Vitality of American Women,” 
published in the “ National Medical Journal,” I find 
the following : 

“ In verification of this, we find by a late census of 
the State of New York that 24 per cent, (one fourth) of 
the women of that State are childless, and that nearly 


85 


20 per cent, are incompetent after bearing one child. 
There are nearly 50 per cent, of all the women in New 
England and the State of New York that possess such 
feeble vitality as to be utterly incapable of perpetuating 
the race. It is a well ascertained fact that large num¬ 
bers of families are gradually becoming extinct.” 

From the census returns of the United States from 
1790 to 1880, I have computed the annual birth ratio, 
and a regular and most remarkable diminution appears. 
This birth ratio expresses the annual increase of pop¬ 
ulation by the excess of births over deaths. Tabulated 


in per cents., it appears as follows : 

1790 - - - 


3.05. 

1800 - 


- 2.98. 

1810 

- 

2.90. 

1820 - 


- 2.80. 

1830 

- 

2.47. 

1840 - 


- 2.28. 

1850 

- 

2.11. 

1860 - 


- 2.06. 

1870 

- 

2.02. 

1880 - 


- 2.00. 

In 1790 the annual birth ratio 

was a 

. little above 3 

per cent; in 1880 it was only 2 per cent. 


Here is a fact that tells volumes. 

Its 

meaning can- 


36 


not be mistaken. The decrease of the birth ratio one- 
third is appalling. 

If this decrease of the birth ratio was transient, acci¬ 
dental, existed for short periods, and was referable to 
temporary causes, the case would not be so alarming. 
On the contrary, it is continuous, persistent and regular 
for nearly a hundred years, and grave consequences 
may be apprehended. 

The family institution, the most sacred of all human 
relations—one that should be fostered and sustained by 
every means and encouraged throughout the land, is on 
a gradual and fatal decline. 

To nearly one half of the population of New England 
and the older States the word “ Home ” has lost its 
meaning. Its charm is in tradition. 

The old law of nature, “ that children should gather 
their parents to the rest of their fathers,” is reversed, 
and the few children are gathered to their early tomb 
by gray-haired and feeble age. 

2. Feeble Vitality of WoxMen. 

By the census of 1860, we find in seven States 850,- 
000 boys and 830,000 girls. The boys exceed the girls 
20 , 000 . 

At the age of 20 the girls exceeded the boys by 


37 


15,000; at the age of 30 the females exceeded the 
males hy 75,000. 

Now, these numbers follow very closely the law of 
life developed in England, Scotland, Ireland, Belgium, 
Norway and Sweden: 

But at the age of 40 while in England, Scotland, 
Ireland, Belgium, Norway and Sweden the 75,000 
women, in good health, remain in excess of the males, 
in our country there is a deficiency of 2,000, and at 50, 
a deficiency of 22,000. 

Thus, 97,000 women have passed away in these seven 
States that would have lived had they been born in 
England, Scotland, Ireland, Belgium, Norway or Swe¬ 
den. 

But this is not all. It is a well known fact that co- 
temporaneous with one death, there are twelve sick per¬ 
sons; so, that there being 97,000 that have died, there 
will be twelve times that number—1,164,000, more than 
a million—on the sick list and under the care of phy¬ 
sicians—more than there would be in the foreign 
countries named. 

Now, in these seven States there are only about 
2,000,000 women. This places about 60,000 annually 
on the sick list, from thirty to fifty years of age. 

We thus find from the actual statistics of the Nation 


38 


that the women of the United States have not sufficient 
vitality to propagate the race or to endure a long life. 

Our former conclusions are verified. 

The stronger vitality which we find developed in the 
women of the foreign nations above mentioned, depends 
almost wholly on the development of the girls and their 
treatment while at school. 

Anna C. Brackett, of New York, a lady who is com¬ 
petent and has had the opportunity to observe the train¬ 
ing of English girls, says : 

“ Nothing can be more evident, and at the same time 
more difficult to describe, than the difference of line and 
expression of the faces of these English girls as com¬ 
pared with those of our American girls in equal stand¬ 
ing. The complexions there are not as delicate; the 
lines of the faces are not as finely drawn. The coloring 
is richer, but not as clear. There is a certain mobility 
about the the expression of the American girl, which, 
just because of its evanescent nature, is very difficult to 
put into words. * * * The lack of accuracy, the im¬ 

patience of copying and attention to small details, are 
a characteristic, not only of our school girls, but of our 
whole people. ***** 

In both the large schools which I saw, very much 
thought and time were given to gymnastic exercises. 
These formed a part of the regular program, each class 


39 


in turn being sent into the gymnasium, where they re¬ 
mained for one period of school-time under the care of 
a trained teacher, and went through all kinds of gyn- 
nastic practice. The teaching and practice here were 
more individual than by class. All the apparatus was 
in use by one set of girls for a few minutes, and then 
they rested while the rest of the class took their places. 

My attention was particularly called to a fire-escape 
which was suspended in the middle of the room, and 
up and down which some one girl was perpetually 
climbing and descending. 

The gymnastic exercises above spoken of were not, 
however, all that there were; for a large drill-room was 
also provided, where all the school were exercised in 
marching together, and went through several drills, to 
the sound of music. 

It was curious to find that in one of these schools the 
girls were not allowed to use steel pens. All, from the 
oldest to the youngest, used the old-fashioned quill pen. 
The teacher explained that the quill permitted a freer 
and smoother writing.” She might have said, on ac¬ 
count of a freer motion allowed to the muscles. 

I might extend these extracts, showing that English 
girls do not use all their vitality in study. 

The task of acquiring an education with a feeble 
physical development, a deficient nutrition and an over- 


40 


strained nervous system, is fatal to our girls. They are 
not able to stand up under its crushing weight. 

Take the case of a girl at ten years of age. The 
only proposition presented to her by her parents, teach¬ 
ers and friends is the completion of her education in 
five or six years, and to accomplish this she is urged 
forward by every consideration, not only occupying her 
school hours, but studying at home from her waking 
in the morning till she takes her bed to be harrassed by 
frightful dreams of hard lessons and dissatisfied parents 
and teachers. This is not an imaginary picture. 

Now, during this precise period when the girl is 
straining every nerve to complete her education and 
using all the vitality she possesses in mental development , 
the most important changes are taking place in her 
physical organization, requiring generally all her 
vitality. 

A sure result follows, the girl cannot accomplish 
both objects. One or the other must fail. She secures 
a brilliant education with broken constitution, or she 
fails in her aspiration for high literary attainments. 

Dr. Allen very truthfully says : “ Girls are now very 
generally kept in school from the age of six to sixteen, 
with only short intermissions for rest and recreation. 
Very little attention is paid to physical development 
and health. They grow up with muscles weak and 


41 


soft, possessing but little strength and vitality. The 
brain, together with the nervous system, is kept con¬ 
tinually upon a strain, producing often, no doubt, a 
brilliancy and precociousness of scholarship without 
the stamina of a constitution to sustain it.” 

Hence, many girls break down in health; and just 
in proportion as this development of the muscular tis¬ 
sue is neglected in youth, in the same proportion will 
the girl and woman be unable to perform any kind of 
work satisfactorily, however much she may be inclined 
to do it. 

“ Hr. L. B. Tuckerman of the Board of Education of 
Cleveland, Ohio, seems to have instituted a very careful 
inquiry, which he has condensed into a series of tables 
and diagrams. The result is, that 101 of the 115 girls 
of the Central High School have suffered in health 
while attending school. Three-fourths were compelled 
to leave, of whom but a small proportion finally regained 
health; wdiile of those who persevered, less than half 
remained in good health after graduation.” 

I do not think that the condition of-the school girls 
in Cleveland, above referred to, is at all different from 
that of any other high school in the American system 
of education. 

“The whole machine is an educational lightning 


42 


train, which goes for swift and brilliant results, with 
reckless disregard for individual safety.” 

The New England Journal of Education says : “ We 
have long felt that the attention of sensible women 
must be concentrated more closely than at present on 
the home training of their girl children if our present 
aspiration for the higher education of young women is 
to be realized. 

“ There is no reason why our American mothers 
should not be gratified in their noblest ambition for the 
education of their daughters. But if they expect the 
girls to walk side by side with their boys, they must 
study anew the great science of rearing female children 
of stamina and endurance to meet the severe demands 
of such a career.” 

The remedy for this fearful and reckless waste of vi¬ 
tality, so destructive to human happiness and longevity, 
is very clearly indicated, and deserves the careful con¬ 
sideration of every parent and teacher. 

I.—Food. 

Give a child a generous nutritious diet. Milk, cream, 
orown bread, beef, and other lean meats, should consti¬ 
tute a good portion of the daily supply. Sweetmeats, 
white flour, bread, cake, sugar, in all forms, tea and 


43 


coffee, should always be sparingly used. Meats, for 
breakfast and dinner, and milk for supper. Fruits in 
the earlier part of the day; never in the evening. 

Girls, and in fact any person, should never work, 
read, or study, unless they can do full duty at the table. 

II. —Exercise. 

Constant activity is the normal condition of a child. 
This cannot be suppressed. It is absolutely necessary. 

Very few adult persons can stand perfectly still for 
twenty minutes without fainting. The contraction of 
the muscles, so necessary for the circulation of the 
blood, being wanting, the heart is not sufficiently sup¬ 
plied, and syncope follows. 

This activity/ is doubly necessary in children, and 
hence the utter impossibility and cruelty in compelling 
them to keep still. 

A child, in school as well as out of school, should 
have some positive work or play to do all the time, so 
as to keep the muscles in action. When the superflu¬ 
ous vitality is used up, they will keep still. 

Our school system is woefully deficient in that it sup¬ 
plies only mental labor, and requires a still, orderly 
school-room. 

The hand and arm, the foot and limb, should have 


44 


something to do; in short, the body as well as the 
brain should be educated. 

It must be remembered, however, that morning 
walks, gymnastic exercise, horse-back riding, and all 
kinds of exercise so frequently recommended by 'physi¬ 
cians and others, are positively injurious to a girl that has 
already deficient vitality. Exercise requires a given 
amount of vitality, and if that is already deficient, any 
excercise is impossible. 

Rest is the great remedy, especially mental rest, and 
an abstinence from all nerve stimulants. This,’ with a 
good diet, will do more good than all else can. 

The moment the muscular tissue becomes in a good 
condition, there will be an excess of vitality, and exer¬ 
cise will follow, as a matter of necessity. It will be 
impossible to restrain it. 

III. Study. 

The education of the muscles should in all cases pre¬ 
cede that of the brain, and should occupy the child al¬ 
most exclusively for the first twelve years. A child 
should not enter the school room for the purpose of 
study before eight years of age, and from eight to twelve 
no studies involving close reasoning should be allowed. 
The hands, feet, eyes, ears and body should have care¬ 
ful instruction. 


45 


From twelve to fourteen health should especially be 
the first object;—all else subservient. Health, at all 
times, should be a prime object; but at this period 
more than ordinary attention is demanded. Absence 
from school at this period is no loss. 

At fifteen, education, in the general sense, should 
commence in earnest, to be completed generally 'at 
twenty, and professionally not before twenty-five. 

Allow r the system to become mature before we put 
it to severe work. Every organ should be properly 
developed before its functions are severely taxed. 

With our girls thus systematically developed and ed¬ 
ucated, both physically and mentally, all the rights 
and privileges w 7 hich belong to and adorn a woman will 
be secure to her, without the necessity of her taking part 
in the professional, political or other masculine duties of 
life. She will have found a place in which she can 
excel, and w 7 e shall retain our sisters, wives and mothers 
to make our Homes happy. 









































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